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Updated: June 12, 2025
The powerful, indefinable, stirring, and uplifting effect produced by Pestalozzi when he spoke, set one's soul on fire for a higher, nobler life, although he had not made clear or sure the exact way towards it, nor indicated the means whereby to attain it.
One was for M. Orelli and the other for a M. Pestalozzi, neither of whom I found at home; but in the afternoon they both called on me, asked me to dinner, and made me promise to come with them the same evening to a concert.
Everything that tends to insulate the individual to surround him with barriers of natural respect, so that each man shall feel the world is his, and man shall treat with man as a sovereign state with a sovereign state tends to true union as well as greatness. "I learned," said the melancholy Pestalozzi, "that no man in God's wide earth is either willing or able to help any other man."
Il y a des autres, je crois; mais moi, je connais Pestalozzi, c'est assez!" All the younger children had gone home, but she took us through the empty schoolrooms, which were anything but attractive. We found an unhappy small boy locked in one of them. I slipped behind the concierge to chat with him, for he was so exactly like all other small boys in disgrace that he made me homesick.
And now I recalled how in my early boyhood, in my father's house, I had got a certain piece of news out of some newspaper or another, or at least that is how the matter stood in my memory. I gathered that in Switzerland a man of forty, who lived retired from the world, Pestalozzi by name, had taught himself, alone and unaided, reading, writing, and arithmetic.
This excellent woman first made him familiar with the maternal feminine solicitude, closer observation of which afterwards led him, as well as Pestalozzi, to a reform of the system of educating youth. In his sixteenth year he went to a forester for instruction, but did not remain long. Meantime he had gained some mathematical knowledge, and devoted himself to surveying.
Under a law passed in August of that year, l'an premier de la liberte, the name and rights of a French citizen were bestowed upon a number of foreigners who had 'consecrated their arms and their vigils to defending the cause of the people against the despotism of kings'. A motley band of heroes had been selected for this honor, the names of Washington and Wilberforce and Kosciusko being put to pickle in the same brine with those of Pestalozzi, J. H. Campe, Klopstock and Anacharsis Cloots, and the bill was about to pass when a deputy arose, he must have been an Alsatian, and proposed to add the name of M. Gille, publiciste allemand.
A Pestalozzi could try experiments and exhort philanthropically inclined persons having wealth and power to follow his example. But even Pestalozzi saw that any effective pursuit of the new educational ideal required the support of the state. The realization of the new education destined to produce a new society was, after all, dependent upon the activities of existing states.
Partly, therefore, to exemplify their application, and partly with a view of making sundry specific suggestions, we propose now to pass from the theory of education to the practice of it. It was the opinion of Pestalozzi, and one which has ever since his day been gaining ground, that education of some kind should begin from the cradle.
Pestalozzi and his most enlightened disciples are distinguished by this sentiment. And are we all at once to abandon, to deny, to destroy this supposed stronghold of virtue? Is it questioned whether the family arrangement of mankind is to be preserved?
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